4 A’s PROCEDURE:

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using principles of teaching and learning - D.O. 42, s.
2016)
Detailed Lesson Plan (DLP) Format
School LAGONGLONG SENIOR HIGH SCHOOL Grade Level Grade 11

Teacher WENIEL M. SABUERO and Learning Area

MARGARETH
Time & Dates January 19,2024 Quarter

I. OBJECTIVES Develop learners various reading skills to improve their

Vocabulary, learn new words and expressions and enhance
their creativity.
A. Content Standards

B. Performance Standards

C. Learning Competencies /  To enhance reading comprehension and fluency through a focus on the
Objectives. story "The Right of the Strongest."
 To provide intervention strategies for struggling readers through
Write the LC code for creative activities such as poem creation.
each-

II. CONTENT THE RIGHT OF THE STRONGEST

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials From school google drive given by the ICT.

pages

3. Textbook pages

4. Additional Materials Printed Hand-outs

from Learning Resource
(LR) portal

B. Other Learning
Resources

V. PROCEDURES
Introductory Activity (____  Have students read aloud the story "The Right of the Strongest."
minutes). This part introduces
the lesson content. Although at
times optional, it is usually
included to serve as a warm-up
activity to give the learners zest
for the incoming lesson and an
idea about what it to follow.
One principle in learning is that
learning occurs when it is
conducted in a pleasurable and
comfortable atmosphere.

Activity/Strategy (____ minutes). Activity and Strategy: FOR INTERVENTION

This is an interactive strategy to
Create Poems and Chants:
elicit learner’s prior learning
experience. It serves as a Divide students into small groups.
springboard for new learning. It
illustrates the principle that Each group is assigned a section of the story.
learning starts where the
In intervention groups, students create poems or chants that capture the essence of their
learners are. Carefully structured
assigned section.
activities such as individual or
group reflective exercises, group Encourage the use of keywords and important phrases from the story.
discussion, self-or group
assessment, dyadic or triadic This activity promotes engagement and helps struggling readers focus on key elements of
interactions, puzzles, simulations the text.
or role-play, cybernetics Activity and Strategy: FOR ENHANCEMENT
exercise, gallery walk and the
like may be created. Clear Independent Reading and Poem Writing:
instructions should be
Learners gather their chosen reading materials related to the theme of strength.
considered in this part of the
lesson. Find a comfortable spot for independent reading.

After reading, students write a poem related to the story or their chosen reading
material.

Emphasize creativity and personal interpretation in their poems.

Voluntary Sharing of Poems:

Create a supportive environment for students to voluntarily share their poems with the
class.

This enhances communication skills and builds confidence in expressing thoughts and
ideas.

Analysis (____ minutes).  Engage students in a class discussion about the themes, characters, and
Essential questions are included emotions explored in the story.
to serve as a guide for the  Use open-ended questions to encourage critical thinking and deeper
teacher in clarifying key understanding.
understandings about the topic
at hand. Critical points are
organized to structure the
discussions allowing the learners
to maximize interactions and
sharing of ideas and opinions
about expected issues. Affective
questions are included to elicit
the feelings of the learners
about the activity or the topic.
The last questions or points
taken should lead the learners to
understand the new concepts or
skills that are to be presented in
the next part of the lesson.

Abstraction (____ minutes). This  Guide students to identify the overarching themes of "The Right of the
outlines the key concepts, Strongest" and connect them to real-world situations.
important skills that should be  Encourage abstraction by relating the story to broader concepts such as power
enhanced, and the proper dynamics and social issues.
attitude that should be
emphasized. This is organized as
a lecturette that summarizes the
learning emphasized from the
activity, analysis and new inputs
in this part of the lesson.

Application (____ minutes). This
part is structured to ensure the
commitment of the learners to
do something to apply their new
learning in their own
environment.
 Ask students to apply their understanding of the story's themes to real-life
scenarios.
 Connect the story to historical events or contemporary issues, fostering a
deeper connection between literature and the world.

Assessment (___ minutes). For

the Teacher to:
 Assess student comprehension through group discussions, individual reflections,
a) Assess whether learning and the quality of their poems.
objectives have been met for a
specified duration,  Use a rubric that considers creativity, understanding of the story, and the ability
to connect personal experiences to the text.
b) Remediate and/or enrich with
appropriate strategies as
needed, and c) Evaluate
whether learning intentions and
success criteria have been met.

(Reminder: Formative
Assessment may be given
before, during, or after the
lesson).

Choose any from the

Assessment Methods below.

Assignment/Agreement (____ Objective: Apply your understanding of the story "The Right of the Strongest" by creating
minutes). Fill-in below any of a poem that captures key themes and emotions..
the four purposes
Poem Creation:
 Reinforcing /
 Reflect on the themes and characters from the story.
strengthening the day’s
 Craft a poem that expresses your interpretation of the narrative.
lesson
 Enriching / inspiring the  Use vivid language, imagery, and metaphors to convey emotions and insights.
day’s lesson Performance and Sharing:
 Enhancing / improving
the day’s lesson
 Preparing for the new lesson
  Practice reciting your poem aloud to enhance fluency and expression.
 Be prepared to share your poem with the class voluntarily.

V. REMARKS

Indicate special cases including

but not limited to continuation
of lesson plan to the following
day in case of re-teaching or lack
of time, transfer of lesson to the
following day, in cases of class
suspension, etc.

VI. REFLECTION

Reflect on your teaching and

assess yourself as a teacher.
Think about your student’s
progress. What works? What
else needs to be done to help the
students learn? Identify what
help your instructional
supervisors can provide for you
so when you meet them, you can
ask them relevant questions.
Indicate below whichever is/are
appropriate.

A. No. of learners who earned 80%

on the formative assessment.

B. No. of learners who require

additional activities for remediation.

C. Did the remedial lessons work?

No. of learners who have caught up
with the lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by:

MARGARETH B. DAMING LIEZEL P. CAJES

Implementer School Head

WENIEL M. SABUERO
Implementer
Monitored by:

GLADY S. BANAC
EPS